Since the auditorium and gymnasiums are in use seven hours in place of six, as in program A, relatively fewer classes are accommodated at any hour in these facilities. The relative amount of space for gymnasiums and auditorium is decreased and a proportionate amount of space is added to classrooms and special facilities.

In all duplicate school programs the increase in capacity depends upon the relative amount of gymnasium, auditorium, and special classroom space that is used simultaneously with the regular classrooms, and the total and relative amount of time that each of these school facilities is in use.

The auditorium is omitted, but, of course, can be substituted for part of the special work. If the school has an auditorium and does not care to use it for regular auditorium exercises, it might be used as a music studio.

A 5-hour day for teachers and students can be arranged by shortening the afternoon periods. The special work in the morning may then be divided into six 30minute periods, if uniform periods are desired.

In all duplicate programs additional academic work can be substituted for part of the physical training and special work. Some other type of work can be substituted for "Application." The auditorium may be omitted in any program by substituting additional academic or special workroom units. The day may be shortened by reducing the length of periods or changing the number of periods. Primary children may be given more play than upper grades. Academic or special work for two continuous periods may be broken up by changing classes every hour. This will also give academic work during Period II to the classes that would otherwise not get academic work until Period III.

Pupils may be given longer hours than teachers without employing extra teachers because a less number of teachers than classes are in the auditorium and playgrounds. The writer has worked with more than 50 different types of duplicate school programs. Almost any kind of school can be secured by changing the length, number, or grouping of the periods, the type and the sequence of work, and the school hours for pupils or teachers.

Teachers Jacobs, Metz, and Cook should teach drawing, music, or some special subject that can be taught in regular classrooms. If desired, the continuous academic periods may be broken up as shown for teacher Flynn with classes Nos. 23 and 24. The following table gives comparative data concerning the four program types.

"Room units per class" does not include auditorium and gymnasium space.

APPENDIX III.

DESCRIPTION OF TYPE BUILDING OF WHICH A DIAGRAM IS SUBMITTED.

THE CLASSROOMS.1

The interior arrangement of the building calls first of all for classrooms sufficient in number to house 50 per cent of the pupils at any one time.

Usually the subjects of reading, writing, arithmetic, English, and spelling are taught in these classrooms, and normally at least half of the children's school day is devoted to these subjects. If the school day is six hours in length, about three hours daily will be spent in classrooms. Of course the length of the day can vary as much as is desirable. The above merely states what the usual arrangement and balance is, where the plan is used successfully.

Geography, history, and civics are sometimes classified as regular classroom subjects, but generally in the complete schools these are considered special or laboratory subjects. Although only half the children's time is spent in the classrooms, the other subjects supplement in various ways the drill subjects in the classrooms; so in reality children may spend more than half the time in the fundamental subjects. Comparing this time with the time in the traditional school, we find that no time is taken from the fundamental subjects by changing the type of organization and plan of operation from a traditional one to one which gives adequate recognition to all vital considerations in education, viz, health, the fundamental operations, manual skill, wholesome recreation, and ethical character.

On the other hand, if school authorities wish to classify as classroom subjects geography and history, as well as reading, writing, and arithmetic, it is possible to so classify them in the complete work-study-play school, and give the same amount of time to them-210 minutes as in the traditional school.

GYMNASIUMS.

Two gymnasiums are provided for in the plan, one for girls and one for boys. These include dressing and shower rooms, as well as offices for the instructors, physician, and nurse, and space for clinics. Located at the rear of the building, they open directly to the playground. A roof playground could be added, to be used for play classes during the inclement weather as well as for open-air classes. A total of from 6 to 8 classes could be handled during each period by the gymnasium and playgrounds without congestion.

SHOPS.

The workshops for boys include wood work, staining and finishing, mechanical drawing, and may include printing, metal work, or other shop activities. The activities for girls include home economics and the arts and crafts, although, of course, girls as well as boys may elect to do the work in mechanical drawing, printing, metal work, and other shop activities. Four classes (160 pupils) can be accommodated in these prevocational quarters. This approximates about 80 students in the shops and 80 in the home economics quarters.

AUDITORIUM.

An auditorium with a seating capacity of 800 could be provided, but it is scarcely possible to get that number of children in one school into a homogeneous group. Seven

See pp. 26-27.

or eight classes for each period would be a normal group for a 50-class school. Then, if the auditorium day is six periods, all the classes will enjoy the advantages of the auditorium activities in the course of the day. Undoubtedly the auditorium activities have passed the experimental stage. It is obvious that chorus singing, visual instruction, appreciation lessons in music, art, and achievement can not be developed as well in classrooms as in the auditorium, because auditorium equipment is best suited to that type of instruction. Furthermore, the auditorium is the best place for definite instruction on such topics as thrift, citizenship, community, and current topies of all kinds.

Auditoriums will serve community uses, of course, and it is for this purpose, as well as those enumerated above, that they are usually included in a complete school. Many school people make the mistake of planning auditoriums that are overlarge. Medium-sized auditoriums are better for daily use, and it is only on rare occasions that an auditorium large enough to accommodate the whole school is needed. The smaller assembly room is more practical for daily school uses, but where several schools are being planned at the same time it is advisable to plan the largest auditorium in the one school that is the most central.

LABORATORIES.

Four laboratories are included, two for the younger children and two for the older. Two of these have greenhouses and can be specialized for nature study and horticulture. Nature study is science taught by observation and by contact with natural and living phenomena. Every normal child is a natural scientist, curious to know all about the natural phenomena about him. Only a small per cent of our children have opportunities for plant culture and animal nurture at their homes. The school must provide these life experiences in most cases. Gardening is usually considered a part of this elementary science, and it is a good plan for the greenhouses to open out on the gardens. These rooms may also be used for handwork rooms for the younger pupils, since much of their hand work will or should be a direct outgrowth of the nature study.

General science is a term applied to more advanced and specific instruction than that just mentioned above; for example, botany, zoology, chemistry, and physics in elementary schools. The aim in all this science instruction is really to develop a usable fund of knowledge about common things.

APPENDIX IV.

ENROLLMENT IN PUBLIC SCHOOLS, ATHENS, GA., 1913-14 TO 1919-20,

If property were assessed at 100 per cent valuation instead of 60 per cent, the taxable wealth would be..........

$8, 536, 125 4,963,875

13, 500,000

22, 500,000

APPENDIX VI.

EXPENDITURES FOR ALL CITY DEPARTMENTS, ATHENS, GA., 1920.